Search Results (298)

This study developed and implemented a three-year educational program aimed at fostering local human resources for sustainable regional development in a depopulated area of Japan. The program was conducted within the “Period for Integrated Studies”, a compulsory cross-curricular subject in Japanese junior high schools designed to promote interdisciplinary and community-based learning. A longitudinal questionnaire survey (2021–2023) of students assessed changes in knowledge, attitudes, and awareness related to regional sustainability. The results showed significant improvements in students’ understanding of sustainability and awareness of local issues, indicating that continuous, school-based programs can promote more enduring learning outcomes than one-time interventions. However, the increase in students’ willingness to take concrete actions was limited, suggesting the need for further curriculum refinement to strengthen the link between awareness and behavioral change. This study provides empirical evidence that embedding sustainability education systematically within the existing curriculum framework can effectively foster young people’s capacity to engage with the future of their local communities. Full article

This study aims to explore the longitudinal relationship between academic self-efficacy, academic buoyancy, and academic burnout among junior high school students and to reveal the potential mediating role of academic buoyancy. Using cluster sampling, a longitudinal study was conducted on 906 students (mean age = 12.48, 53.3% male) in grades 7 to 9, with three follow-up assessments conducted at four-month intervals. The assessment tools included the Academic Self-Efficacy Questionnaire, the Academic Buoyancy Scale, and the Academic Burnout Questionnaire. The results indicated the following: (1) academic self-efficacy and academic buoyancy exhibit a bidirectional relationship, meaning that academic self-efficacy is associated with increases in academic buoyancy levels four months later, and academic buoyancy also is associated with increases in academic self-efficacy four months later; (2) academic buoyancy is associated with decreases in academic burnout four months later, and academic burnout also is associated with decreases in academic buoyancy four months later; (3) academic self-efficacy is indirectly associated with decreases in academic burnout through the mediating effect of academic buoyancy. Research implications: In educational practice, a focus should be on enhancing students’ academic self-efficacy while effectively reducing academic burnout among junior high school students by fostering the psychological resource of academic buoyancy. Full article

Background/Objectives: Sugar-sweetened beverage (SSB) consumption has increased globally among children and adolescents, posing significant health risks. Parental dietary knowledge and income play important roles in shaping children’s food-choice and consumption behaviors. This study aimed to examine the effects of parental dietary knowledge and income on students’ SSB consumption at both extensive and intensive margins. Methods: A two-way fixed-effects model was estimated using longitudinal data from 3962 primary and junior high school students in the Jining District of Ulanqab City, Inner Mongolia Autonomous Region, northern China, collected in 2019 and 2020. Results: SSB consumption among Chinese students increased from 2019 to 2020 in both extensive (82.51% to 86.90%) and intensive margins (686.09 mL/week to 891.21 mL/week). Each one-point increase in parental dietary knowledge score was linked to a 13.39 mL (p < 0.05) reduction in weekly SSB consumption, and 9.90 mL (p < 0.05) reduction in juice beverages, correspondingly reductions in weekly added sugar intake from SSBs (1.26 g, p < 0.10) and juice beverages (0.79 g, p < 0.05), with stronger association among rural hukou students. Parental income showed minimal association with students’ SSB consumption, but had a stronger association among rural hukou and junior high school students. Conclusions: Parental dietary knowledge plays a crucial role in reducing students’ SSB consumption, with particularly strong association in rural hukou students. Targeted interventions enhancing parental dietary knowledge could reduce SSB consumption and added sugar intake among school-aged children. Full article

This study combined virtual reality technology with drone aerial imagery of Smangus, a remote Atayal tribe situated 1500 m above sea level in Hsinchu County, Taiwan, to develop a virtual drone system. This study aims to investigate the learning effectiveness and operational experience associated with the application of the virtual drone system for exploring tribal natural landscapes and enhancing junior high school students’ learning of Indigenous settlement site selection. A quasi-experimental design was conducted with two seventh-grade classes from a junior high school in Hsinchu County, Taiwan. The experimental group (n = 43) engaged with the virtual drone system to perform settlement site selection tasks, while the control group (n = 42) learned using traditional materials such as PowerPoint slides and maps. The intervention consisted of two instructional sessions, with data collected via achievement tests, questionnaires, and open-ended feedback. The results indicated that students in the experimental group significantly outperformed the control group in learning outcomes. Positive responses were also observed in learning motivation, cognitive load, and system satisfaction. Students reported that the virtual drone system improved students’ understanding of terrain and enhanced their skills in selecting appropriate sites while increasing their interest and motivation in learning. Moreover, the course incorporated the Atayal people’s migration history and field interview data, enriching its cultural authenticity and contextual relevance. Full article

Adolescence is a critical stage of emotional and social development, with family functioning playing a vital role in shaping adolescent adjustment. However, the mechanisms linking family functioning to adolescent adjustment, particularly the mediating role of interpersonal competence in China, remain underexplored. This study surveyed 7318 junior and senior high school students from multiple Chinese regions, assessing family cohesion, family adaptability, interpersonal competence (communication, regulation, perception), and adolescent adjustment. Regression and mediation analyses examined direct and indirect effects of family functioning on adjustment. Among junior high students, family cohesion indirectly influenced adjustment via communication (28.10%) and regulation (17.32%), while adaptability operated through communication (29.50%) and regulation (32.45%). Among senior high students, cohesion acted via communication (18.63%) and regulation (21.57%), whereas adaptability affected adjustment equally through both (31.29%). Findings reveal developmental stage differences in the relative importance of interpersonal competence dimensions, confirm the applicability of the Social and Emotional Learning (SEL) framework in China, and provide evidence for stage-specific interventions to strengthen interpersonal skills and optimize family–school support systems for adolescent adjustment. Full article

This study investigates how short-term naturalistic immersion shapes the development of evaluative narrative competence in Japanese junior high school students learning English as a foreign language. While prior second language acquisition (SLA) research has established the benefits of input-rich environments, little is known about how implicit learning during brief immersion experiences supports higher-order storytelling skills. To address this gap, we analyzed students’ performance on a standardized problem-solving task and a storytelling task before and after a one-month homestay abroad. Results showed significant post-immersion gains in narrative complexity, with longer stories, greater use of causal and evaluative devices, and increased diversity of expression. Regression analysis revealed that the age of first English exposure strongly predicted outcomes: early starters demonstrated broader and more sophisticated use of evaluative strategies than later starters. These findings suggest that short-term immersion can substantially enhance narrative competence, particularly for learners with early exposure, while highlighting the need for tailored pedagogical interventions to help later starters capitalize on implicit learning opportunities. Full article

Background/Objectives: In Japan, the human papillomavirus (HPV) vaccine introduction process is unique, and no HPV knowledge scale with established reliability and validity currently exists. This study aimed to develop a new HPV knowledge scale and evaluate its reliability and validity for practical use. Methods: With permission from the original authors of the HPV Knowledge Scale (Jo Waller et al.), we created a Japanese version incorporating the original two subscales and adding new items. The translation process involved multiple researchers, back-translation by a professional agency, and expert review to ensure linguistic and contextual accuracy. The study was approved by the Clinical Research Ethics Review Board of the researchers’ affiliated universities and conducted between April and August 2024. Results: Reliability and validity were assessed using data from 793 parents of junior high school students, including both boys and girls. Confirmatory factor analysis showed a good model fit (Goodness-of-Fit Index [GFI] = 0.934, Adjusted GFI [AGFI] = 0.907, Comparative Fit Index [CFI] = 0.928, Root Mean Square Error of Approximation [RMSEA] = 0.063). Cronbach’s alpha ranged from 0.688 to 0.845 and item-total correlations ranged from 0.393 to 0.584. Test–retest reliability, assessed with Spearman’s rank correlation, was r = 0.791 (p < 0.001). The final scale, named the Japan HPV Knowledge Scale (J-HPV-KS), includes 17 items across five factors. Conclusions: The J-HPV-KS covers HPV-related diseases, transmission routes, natural history, and vaccines. It demonstrated sufficient reliability and validity for use in Japan and is a useful tool for assessing HPV-related knowledge among Japanese parents and guardians. Full article

The mother’s love is vital for adolescent development, yet there is a lack of specific tools to measure its psychological absence. This study aimed to develop the Mother-Love Absence Scale (MLAS) by revising the Father-Love Absence Scale (FLAS) and verify its reliability and validity among adolescents. Study 1 included 2700 junior and senior high school adolescents. The junior and senior high school samples were each randomly split into two subsamples. One subsample was used for Exploratory Factor Analysis (EFA), while the other was used for Confirmatory Factor Analysis (CFA), internal consistency reliability tests, and cross-gender measurement invariance tests. The results indicated that the factor structure of the MLAS was consistent with that of the FLAS, both comprising four factors: emotional absence, cognitive absence, behavioral absence, and volitional absence. Furthermore, multi-group confirmatory factor analysis verified the gender invariance of the scale. In Study 2, 193 adolescents were surveyed to conduct a CFA and a criterion-related validity analysis. The results of the CFA again demonstrated a good model fit for the four-factor structure. The criterion-related validity analysis indicated that the mother-love absence was negatively connected with parent–child interaction and positively correlated with parental phubbing. Therefore, the revised MLAS has well reliability and validity and can be a reliable instrument for measuring mother-love absence in adolescents. Full article

This study aims to address the challenges junior high school students often encounter when learning abstract spatial vector concepts. By developing and implementing a virtual robotic system, this research intends to improve students’ spatial reasoning, deepen their conceptual understanding, and increase engagement through an interactive, visual, and experiential learning environment that remedies the shortcomings of traditional teaching methods. The system was developed with the Unity Game Engine to deliver 3D visualization, interactive manipulation, and real-time feedback, thereby enhancing conceptual learning. In addition, the instructional design employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to enhance students’ understanding of spatial vector concepts. A quasi-experimental design was conducted involving 60 eighth-grade students divided evenly into experimental and control groups. Pre- and post-tests—including achievement assessments, learning attitude questionnaires, and cognitive load scales—were administered to evaluate learning outcomes. The main findings are as follows: (1) The experimental group demonstrated significantly higher learning achievement compared to the control group. (2) Both groups showed improvements in mathematics learning attitudes, with the experimental group exhibiting greater gains in practicality and confidence. (3) Although the experimental group experienced a slightly higher cognitive load, this difference was not statistically significant. (4) The experimental group reported high satisfaction with the system, especially in perceived usefulness. This study demonstrates that integrating virtual reality with the ADDIE model can substantially enhance learners’ conceptual understanding and motivation. Full article

Even in highly developed countries such as Japan, urban–rural disparities in inclusion and digitalization persist, offering lessons for other nations confronting similar divides. Diversity and inclusion in school environments appear to be associated with children’s well-being. However, few studies have examined how children perceive inclusion in the classroom or how such perceptions—along with digital device use and interpersonal factors—relate to their subjective well-being (SWB). This study broadens the scope of research by incorporating inquisitiveness and generativity, examining these associations among children in rural Japan. A cross-sectional survey was conducted with 2158 elementary and junior high school students in Kochi Prefecture. Students were classified into five diversity-related categories, and multinomial logistic and median regression models were applied to analyze associations with the core outcomes. Notably, two-thirds of the students were classified into the inclusion category. SWB was positively associated with inclusion and negatively with exclusion, while inquisitiveness and generativity were higher among students in the inclusion and differentiation categories. Both traits were positively associated with adult responsiveness, as well as adherence to digital use rules. The findings suggest that inclusive classroom climates and supportive digital practices foster children’s inquisitiveness, generativity, and SWB, although associations are correlational, not causal. Full article

Background: Picky eating often persists from childhood into adolescence, yet its temporal relation to solitary dinners is unknown. We examined the bidirectional links between eating dinner alone and picky eating across three developmental stages in a nationwide Japanese cohort. Methods: A total of 1389 two-parent families from the Japanese Longitudinal Study of Children and Parents participated in the study (grades 4–6 in 2015; grades 7–9 in 2018; grades 10–12 in 2021). Eating dinner alone (four-point scale) was analyzed as a two-part variable (binary ever/never + continuous frequency); picky eating was ordinal (four categories). A Bayesian Random Intercept Cross-Lagged Panel Model (RI-CLPM) with a two-part specification for eating alone was used to assess cross-lagged, autoregressive, and covariate paths; covariates were gender, grade sequence, parental education, and household income. Results: A single cross-lagged path proved significant: adolescents who ate dinner alone at least once per week in junior high school showed higher-than-their-own-average picky eating in high school, and the reverse paths were non-significant. Picky eating and the binary indicator of eating alone exhibited moderate positive autoregression, whereas the continuous frequency of solitary dinners showed a negative carry-over from Wave 1 to Wave 4, consistent with regression-to-the-mean. Boys, students in higher grades, and adolescents from higher-income households were more prone to solitary dinners, whereas girls exhibited higher trait-like levels of picky eating; parental education showed no significant associations. Conclusions: Frequent solitary dinners in junior high school may set the stage for later elevations in picky eating, underscoring the preventive value of shared family meals before early adolescence. Full article

Curiosity and anxiety are critical emotional factors influencing language learning; yet, existing studies often overlook their combined effects and the mechanisms through which they shape academic achievements. This study aimed to explore the relationships among language learning curiosity, foreign language anxiety, and academic achievement among junior high school students. A total of 870 students from southeastern China, including 7 selected for semi-structured interviews, participated in the study. Quantitative data were analyzed through SPSS and AMOS with structural equation modeling, while qualitative data were examined using thematic analysis in NVivo to identify profile-based patterns. The findings revealed that students showed relatively high curiosity and moderate anxiety in English language learning. Consistent with our hypotheses, curiosity positively predicted academic achievement, while anxiety had a negative effect. Foreign language anxiety partially mediated the relationship between curiosity and academic performance. Qualitative data supported these findings, showing that curiosity fostered engagement and reduced anxiety in real learning contexts. These findings support the control-value theory of academic emotions and offer theoretical and practical implications for emotional regulation in language education. Full article

During the coronavirus 2019 pandemic, sports activities were restricted, raising concerns about their impact on the physical condition of adolescent athletes, which remained largely unquantified. This study was designed with two primary objectives: first, to precisely quantify and elucidate the differences in the physical condition of adolescent athletes before and after activity restrictions due to the pandemic; and second, to innovatively develop and validate a non-contact medical checkup application. Medical checks were conducted on 563 athletes designated for sports enhancement. Participants were junior high school students aged 13 to 15, and the sample consisted of 315 boys and 248 girls. Furthermore, we developed a smartphone application and compared self-checks using the application with in-person checks by orthopedic surgeons to determine the challenges associated with self-checks. Statistical tests were conducted to determine whether there were statistically significant differences in range of motion and flexibility parameters before and after the pandemic. Additionally, items with discrepancies between values self-entered by athletes using the smartphone application and values measured by specialists were detected, and application updates were performed. Student’s t-test was used for continuous variables, whereas the chi-square test was used for other variables. Following the coronavirus 2019 pandemic, athletes were stiffer than during the pre-pandemic period in terms of hip and shoulder joint rotation range of motion and heel–buttock distance. The dominant hip external rotation decreased from 53.8° to 46.8° (p = 0.0062); the non-dominant hip external rotation decreased from 53.5° to 48.0° (p = 0.0252); the dominant shoulder internal rotation decreased from 62.5° to 54.7° (p = 0.0042); external rotation decreased from 97.6° to 93.5° (p = 0.0282), and the heel–buttock distance increased from 4.0 cm to 10.4 cm (p < 0.0001). The heel–buttock distance and straight leg raising angle measurements differed between the self-check and face-to-face check. Although there are items that cannot be accurately evaluated by self-check, physical condition can be improved with less contact by first conducting a face-to-face evaluation under appropriate guidance and then conducting a self-check. These findings successfully address our primary objectives. Specifically, we demonstrated a significant decline in the physical condition of adolescent athletes following pandemic-related activity restrictions, thereby quantifying their impact. Furthermore, our developed non-contact medical checkup application proved to be a viable tool for monitoring physical condition with reduced contact, although careful consideration of measurable parameters is crucial. This study provides critical insights into the long-term effects of activity restrictions on young athletes and offers a practical solution for health monitoring during infectious disease outbreaks, highlighting the potential for hybrid checkup approaches. Full article

This study aimed to investigate the effects of resistance training (RT) experience on bone mineral density (BMD) and stress fractures (SFs) in female collegiate athletes. Overall, 492 female athletes from 16 competitive sports were included. Sports were categorized into four groups based on exercise load. Data on sports participation, RT experience, and SF history were obtained using a questionnaire. Total body and lumbar spine BMD were measured using dual-energy X-ray absorptiometry. Athletes with RT experience in both senior high school (ages 15–18) and university (ages 18–22), as well as those with experience from junior high school (ages 12–15) through university, had significantly higher BMD than those with no RT experience or RT experience only in senior high school (p < 0.05). Logistic regression analysis revealed that athletes with RT experience had significantly lower odds ratios for SFs compared to those with no RT experience. In the adjusted model that included sport type and university year, athletes with RT experience in junior high school, senior high school, and university had a significantly lower OR for SFs compared with no RT experience (OR = 0.06, 95% CI: 0.01–0.59, p = 0.016). No significant BMD differences were found between athletes with and without SFs (p > 0.05). The study findings suggest that initiating RT in junior high school may be associated with a reduced incidence of SFs during university. Full article